An analysis of demotivators in the EFL classroom

Sakai, Hideki; Kikuchi, Keita

doi:10.1016/j.system.2008.09.005

Cited by 238 publications

(327 citation statements)

References 6 publications

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“…Oneoff studies have already shown that different factors will tend to demotivate learners of high versus low proficiency (Falout & Maruyama 2004) and high versus low pre-existing motivation (Sakai & Kikuchi 2009). Longitudinal studies suggest that for some learners a spiral of decline can develop, when frustrating classroom experiences engender negative attitudes which discourage extra-curricular practice, lowering confidence further, and so on (e.g.…”

Section: Demotivationmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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Section: Demotivationmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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“…The problems which exist in EFL/ESL learning/teaching have been investigated in different parts of the world, such as China (Cheng & Wang, 2004); Arab countries (Fareh, 2010); Japan (Sakai & Kikuchi, 2009); Turkey (İnceçay & İnceçay, 2010) and California, the USA (Gándara, 2003). Some of the problems which were identified through these studies can be enumerated as the following: problems related to "the unique centralized examination-driven educational system" (Cheng & Wang, 2004); compartmentalization vs. whole language approach (Fareh, 2010); problems related to learning contents and materials (Sakai & Kikuchi, 2009); overcrowded classes (İnceçay & İnceçay, 2010); and inferior curriculum and lack of time to cover it (Gándara, www.ccsenet.org/ijel International Journal of English Linguistics Vol.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some of the problems which were identified through these studies can be enumerated as the following: problems related to "the unique centralized examination-driven educational system" (Cheng & Wang, 2004); compartmentalization vs. whole language approach (Fareh, 2010); problems related to learning contents and materials (Sakai & Kikuchi, 2009); overcrowded classes (İnceçay & İnceçay, 2010); and inferior curriculum and lack of time to cover it (Gándara, www.ccsenet.org/ijel International Journal of English Linguistics Vol. 6, No.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Professional Challenges Faced by Iranian Teachers of English

Razmjoo

Mavaddat²

2016

IJEL

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The objective of the present study is to understand professional challenges faced by Iranian high school teachers of English through exploring their viewpoints. To this end, it benefits from both qualitative and quantitative modes of inquiry. First, grounded theory method was used to conduct some interviews with 20 EFL teachers and members of educational groups in the Education Organization, Shiraz, Iran. After coding the obtained data, a number of concepts and categories were identified and a model was developed. Next, a questionnaire was designed out of the findings of grounded theory procedures. It was filled out by 130 EFL teachers and the collected data was subjected to both descriptive and inferential statistics. The results confirmed the existence of educational, social, economic and temporal challenges in the profession. They further revealed that variables of gender, years of experience and educational districts had no significant effects on teachers' viewpoints. Generally, the current EFL situation has led to teacher burnout. In order to improve the situation, some modifications seem necessary. With regard to this, a number of solutions have been offered at the end of this study.

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“…A quantitative design was employed in which 150 freshman college students studying in three different disciplines: Pre-medical, Pre-engineering and I.C.S at Government Girls college students of Quetta, Pakistan were included. A demotivation questionnaire was adopted from the study by Sakai & Kikuchi(2009) consisting of one open-ended question and 35 close-ended items on six factors of demotivation: grammar-based teaching, teacher's behaviour, course contents and teaching materials, effects of low test score, classroom environment and lack of self-confidence and interest. Additionally, a modified 20-items AMTB motivation questionnaire along with one open-ended question was adapted from the study by Gardner (1985) which identifies the integrative and instrumental motivation.…”

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confidence: 99%

Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan

Ali¹,

Pathan²

2017

IJEL

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The prime aim of this research was to determine both demotivating and motivating factors for Pakistani college students of Quetta in learning English language. A quantitative design was employed in which 150 freshman college students studying in three different disciplines: Pre-medical, Pre-engineering and I.C.S at Government Girls college students of Quetta, Pakistan were included. A demotivation questionnaire was adopted from the study by Sakai & Kikuchi(2009) consisting of one open-ended question and 35 close-ended items on six factors of demotivation: grammar-based teaching, teacher's behaviour, course contents and teaching materials, effects of low test score, classroom environment and lack of self-confidence and interest. Additionally, a modified 20-items AMTB motivation questionnaire along with one open-ended question was adapted from the study by Gardner (1985) which identifies the integrative and instrumental motivation. The closed ended questionnaire was analyzed applying descriptive statistics in SPSS (version, 22) whereas content analysis was performed on narrative data extracted from open-ended questionnaire and was quantified to establish the order and rank of factors causing motivation and demotivation among students in learning English language. The findings revealed that course content and teaching material emerged as the most salient demotivating factor. On the other hand, instrumental motivation emerged as the most influential source of motivation among students. The findings have implication on both teaching and learning of English language in Pakistan.

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An analysis of demotivators in the EFL classroom

Cited by 238 publications

References 6 publications

The motivational dimension of language teaching

The motivational dimension of language teaching

Understanding Professional Challenges Faced by Iranian Teachers of English

Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan

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